lms_integration_in_schools: national study

Barriers and enablers on LMS integration in educational contexts

ICERI, Madrid, 17 Nov 09

Neuza Pedro, João Filipe Matos & Madalena Santos

Institute of Education, University of Lisbon

WHAT DOES A NATIONAL STUDY HELP US UNDERSTAND?

The stage…

PTE (2007-2010)

Equipment

• (new) computers• High-speed

broadband connectivity

• Interactive whiteboards

• Data-shows• Laptops

acquisition for teachers and students (K1 to K12)

Content

• Educational digital contents

• E-portefolio system

• E-learning iniciatives (E-books, digital repositories)

Training

• Teacher training in ICT skills (basic & advanced programs)

The scenario…

“One LMS for each school”

2006/07

60% basic, junior and secondary shools

2007/08

92% basic, junior and secondary shools

Modular object- oriented Dynamic

learning environment

. Communication(private msg, discussion forums)

. Interactivity(chat rooms)

. Content creation, management & sharing(webpages, glossaries, data bases)

. Collaboration(wikis)

The scene…

A national study

Aims:

(i) identify patterns of use of learning platforms within schools’ context (ii) identify and categorize the main barriers and enablers associated with LMS

=develop knowledge that contribute to support schools in the

effective and generalized use of LMS.

Online survey

The actors…

541 schools

(ICT coordinators + Principals)

Some results…

Barriers: identified limiting factors for LMS integration in education

LMS integration in education

Users-related factors

Schools- related factors

Tools-related factorsStructural factors

Socio-economical

factors

Enablers: identifying facilitating factors for LMS integration in education

LMS integration in education

Tool-related factors

Users-related factors

Schools-related factors

Factors related to teaching and

learning- process

Structural factors

Elements for a (good) script…

A national Learning management system = a common repertoire amplifies the possibility of collaborative networks

Reliable system = pedagogical principles + no technical weaknesses

Infra-structures

(Relevant and adjusted) Teachers training initiatives

. new pedagogical approach & innovative teaching methods

. curriculum-related

. educational digital contents development

. teachers attitudes, motivation, level of confidence

. sharing experiences & good-practices

. Broader vision = reflection about new learning environments and schools’ reality

. Follow-up support

… the moral lesson…

ICT integration in educational

contexts requires a systemic redesign process

EffectiveConsistent

Self-sustaining

Powerful, reliable and user-friendly

tools/systems

Teachers (and staff) Training

. skills. attitudes

. commitment Adjustments in previously

existing practices (schools internal

dynamics)

Social-historical moment

Thank you!

ICERI, Madrid, 17 Nov 09

Neuza Pedro [email protected]

João Filipe Matos [email protected]

Institute of Education, University of Lisbon